EVERY STUDENT SUCCEEDS ACT: PLAN SECTION SUMMARY
Title I, Part C: Education of Migratory Children
Purposes of the Program
· Support high-quality education programs and services that address the unique needs of migratory children.
· Ensure migratory children who move within states are not penalized because of differences in curriculum, graduation requirements, and academic standards within the state.
· Ensure that migratory children have the same opportunities to meet the State’s academic standards that all children are expected to meet.
· Help migratory children overcome disruption to their education, cultural and language barriers, social isolation, health-related problems, and other factors that get in the way of their academic success.
California Students and Funding
· 2015: Almost 97,000 migratory children in California were served by this program.
· Estimated funding for 2017: $116.2 million. These funds will be used to support regional migrant education programs (MEPs).
ESSA State Plan Requirement: How does California address the needs of migratory children, including preschool migratory children and migratory children who have dropped out of school?
California’s Migrant Education Program (MEP)
Funding: The California Department of Education (CDE) provides Title I, Part C funds to 20 local MEPs that provide services in areas with the highest numbers of migratory workers.
Recruitment and Eligibility
· Local programs use data on migrant populations to plan local activities that target efforts for the time of the year when they will see higher numbers of migratory families.
· Programs use school and community-based activities to identify eligible migratory families.
· Recruiters interview parents/guardians to determine if their child is eligible for services.
· Children are eligible for the program if they have a valid moving, residency, or enrollment date.
· Eligibility information is collected through the Migrant Student Information System, or MSIN 6.0.
· In years 2 and 3 of being eligible for the program, families are contacted annually to verify eligible children live at the residence and if the parent/guardian has moved to find work.
Joint Planning and Coordinating Services
· Services for migratory children: core instruction, supplementary services if they are low-income or out-of-school youth, English learner services, and other services provided by health agencies as coordinated by the local programs.
· State and local programs collaborate with other local, state, and federal programs to make sure services, including language instruction programs, are provided to migratory students.
· The State collaborates across state and federal programs to provide a variety of resources to local programs.
· The State encourages parent involvement in the planning, operation, and evaluation of the program through state and local parent advisory councils.
· California’s school funding system, the Local Control Funding Formula, or LCFF, supports joint planning among local, state, and federal programs that serve migratory children.
· LCFF supports equity by making sure that districts are coordinating services to support the success of disadvantaged students, including migrant students.
· The state’s new accountability system provides information for all students about academic achievement, graduation rates, and English learner progress.
· The CDE meets with community-based organizations to identify promising practices that are shared with program directors.
· State law requires that local programs coordinate with other state and federal programs.
· CDE staff in migrant and English learner programs collaborate and present at the state’s annual Title III conference, Title III annual quarterly meetings, annual State Parent Conference, and statewide migrant meetings and conferences.
· Integration of services is also monitored and supported through the State’s federal program monitoring process.
Program Objectives and Outcomes
· California measures the needs and achievement of migratory children individually, locally, and statewide.
· Each local program completes Individual Needs Assessments, which outline the academic, medical, social, and mental health needs of each student in the program. Based on this assessment, the program creates a targeted intervention plan for each student on an annual basis.
· Each local program is also required to complete a local Comprehensive Needs Assessment, or CNA. The CNA is completed by an independent agency. The independent agency collects information from focus groups (which include students and parents), staff surveys, and academic testing data. This information is used to provide specific recommendations for improving outcomes for the local migrant student population. The local program must provide an annual update to make sure that student needs are reviewed and services are updated regularly.
California Department of Education | May 2017 | Page 2
· At the state level, the CDE uses information from a statewide CNA to develop a State Services Delivery Plan. This plan outlines the statewide needs, objectives, and outcomes for the program and guides planning and services. The latest State Services Delivery Plan will be made available in June 2017.
Timely Sharing of Education Records and Information
· California uses the Migrant Student Information Exchange, or MSIX, and the Migrant Student Information System to make sure programs are coordinated within the state and with other states.
· The MSIX is a national system that all states use to share education information about migratory children who move from one state to another.
· The MSIN is used to share education information about migratory children within the state.
· These systems help with timely enrollment and appropriate grade and course placements. They also reduce unnecessary immunizations of migrant children.
· The state also collaborates with other states through the Interstate Migrant Education Council and the National Association of State Directors of Migrant Education.
Priority for Services (PFS)
· Migratory children are identified as PFS based on their moving date and their academic testing results.
· The identification happens immediately on a daily basis by the CDE. This helps to make sure that students identified as PFS receive the services they need as soon as possible.
· Strategies to support this work may also be updated as the State continues to put in place a statewide system of support that includes local, state, and federal programs.
California Department of Education | May 2017 | Page 3